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INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Asha Hart Subject: English Grade: 7th grade

Common Core State Standards:


 Content Standard: 7.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
 ISTE-S Standard: 2a Students cultivate and manage their digital identity and reputation and are
aware of the permanence of their actions in the digital world.
Objective (Explicit):
 Students will be able to identify positive and negative comments and feedback online
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplary student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Following the lesson, I will determine if students have achieved the objective stated and are ready for the next
step in the lesson by having students respond to two open-ended questions on the tech tool Poll Everywhere.
The open-ended questions will be, "What are some positive comments and feedback one can give online?' and,
"What are some negative comments and feedback one can give online?".
Sub-Objectives, SWBAT (Sequenced from basic to complex)
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

Sub-objectives associated with 21st Century skills students will be attempting to master within this lesson are
critical thinking and technology literacy. As a review of past learning, we will make connections to previous
lessons through discussion of concepts. The concepts that we will review will be how to form a clear and
coherent opinion and different ways in which students use technology. One of the skills needed to master this
lesson is critical thinking, this is needed so students can form clear and coherent opinions that challenge peers
to investigate further. This objective is related to students as it pertains to online actions that students engage
in every day.
Key vocabulary: positive, negative, comments, online Materials: notebooks, index cards, laptops
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
I will introduce the lesson by having a bell
Teacher Will: Students Will: Students
will enter the classroom and be
work question asking students how many social media expected to gather the required materials for the
platforms and website they belong to or have an lesson (notebook, laptop). Materials needed will be
account for. Students will record their answers in their posted on the whiteboard. Students will think
notebooks. I will then bring the class together and ask critically about the bellwork question posed and
students to keep their hands raised if they belong to two respond thoughtfully. Students will engage in group
or more online sites, then four or more, then six or discussion about the question of the day. Students
more, etc. until no students have their hands raised. I will research key terms and discussion definitions
will then introduce the question students will answer in in their own words. Thus, students will critically
Explore, “What are some positive and negative think and engage in technology literacy by
comments and feedback one could engage in online?”. researching terms. Students will then check their
If students seem to have difficulty grasping the mastery of terms by creating their example of
question, I will begin a class discussion breaking down positive comments one could make online. Students
what I mean by negative and positive comments are. I will then close their laptops and watch the video I
will ask students to open their laptops and find a provide for them.
definition of positive, negative, comments, and
feedback. I will then ask students for examples of
positive comments; thus, encouraging critical thinking.
I will then ask my students if they think the internet has
made people more mean and I will take three students'
answers. I will then play a YouTube video titled, “Is
the Internet Making You Meaner”. The YouTube link
is posted below. The video is six minutes and twenty
seconds in length.
https://www.youtube.com/watch?v=0fx8hN5JyZM
Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Oncethe video is finished, I will ask students Students will consider if the video they
Students Will:
what they liked most about the video. I will also ask watched has changed their opinion if the internet
students if their answers about the internet making them has made people meaner. Students will pair up with
meaner has changed after watching the video. I will take the person sitting next to them. Students will
three students answers. Before the lesson, I will create consider the positive or negative comment or
notecards for students to pair up and discuss. On the feedback given to them on a notecard. Students will
notecard, I will give examples of positive comments and then think-pair-share with their partners and they
feedback as well as negative comments and feedback. I are encouraged to research anything that comes up
will instruct students to pair up with the person next to during their discussion. Students will form a well-
them and consider their example comment. Students will supported argument as to why their notecard is
be told that they will have to present their notecard and positive or negative and they will be able to defend
whether they think it is positive or negative to the class. their answer if their peers or teacher question the
I will walk around the classroom to be sure student's pairing’s answer or supports.
discussions are on-topic and that laptops are being used
responsibly.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?

Teacher Will: I will


give students five to ten minutes to form Students will listen attentively to their
Students Will:
their opinion on whether their notecard is positive or peer’s notecards and opinions. Students will think
negative. I will then call the student's attention back to critically about each notecard and note any
me and compliment the discussions I heard going on. I disagreement they may have. Students will present
will then ask students to close their laptops while others their notecard and opinion to the class clearly and
are presenting their ideas. Students may only have their coherently. Students will defend their answers in a
laptops open if they are the ones presenting. I will then way that is clear that students have mastered the
direct each pair when to begin sharing their notecard and terms and concepts.
opinion on the notecard’s negativity or positivity.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher-order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will:During student's presentations of their Students will have to think critically
Students Will:
notecards and opinions I will pose a "What if" question quickly about the teachers, "What if" question.
that I have pre-prepared to each group. Students will Students will have to form a clear and coherent
then have to defend their opinion and explain why their claim as to why their opinion is still supported
opinion is supported. despite the teacher's "What if" circumstance.
Students will have to show mastery of terms such
as positive, negative, and comment. Students will
also have to show mastery of the content standard
for the lesson.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

After all student pairs have shared their


Teacher Will: Students will respond thoughtfully to the
Students Will:
notecards and opinions and defend their opinions posed questions, “What are some positive comments
against my “What if” questions, students will separate and feedback one can give online?’ and, “What are
and open their laptops. Students will go to some negative comments and feedback one can give
https://www.polleverywhere.com/. There students online?”. Students will think critically and use their
will find two open-ended questions. Students will be technology literacy to respond to the open-ended
instructed to answer each question individually in a questions. Once students have submitted both of their
silent classroom environment. Students will be answers they may log out of their laptops, return
instructed to come up with their examples, examples laptops to the computer cart, and begin packing their
should not be ones from class. belongings silently and respectfully.